NEW YORK – 
Worksheets, computers—America’s hypercompetitive education system is trickling down to preschool. But growing research shows that pushing academics at an early age can backfire, writes Joyce C. Tang.
When Zachary Hammond graduated from preschool, like many other toddlers he hadn’t really developed an interest in academics quite yet. He was more into sports, playing street hockey and soccer. He could count to 50 and write his name, but he wasn’t eager to learn to read. His class time was spent with worksheets, circling words that rhymed and identifying letters of the alphabet with memory games.
Zachary’s younger brother, Maverick, on the other hand, finished preschool a few steps ahead. His drawing abilities flourished throughout his two years of pre-K, and he was even on the cusp of writing complete sentences. By that time, Zachary was beginning to read, and Maverick couldn’t wait to learn, too. In Maverick’s classroom, kids spent less time sitting at desks, and more often than not they could be found playing make-believe. Maverick’s “education” is part of a growing wisdom that good old-fashioned play may be better than hitting the books.
Where once the model preschool or kindergarten lesson
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